Teaching Derivative Concept Using 6 Questions Cognitive Model

Xiaofeng Lan,Zhou Ying

doi:10.34007/jdm.v1i3.371

Abstract

Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the six questions cognitive model to explore mathematics from the six dimensions of "from where", "what ", "why", "how", "what if it changed" and "think about it", The teaching and learning activities when teaching derivative under the cultural background reflects the continuity, naturalness and order of teaching. The results of this study indicate that 6 question cognitive models can help students learn the basic concept of calculus. The results of this study can be implemented by teachers in schools to improve the quality of high school student learning

Highlights

In China, "student-oriented" as a basic concept is proposed in the new round of basic education curriculum teaching and learning (Yi, Ying, & Wijaya, 2019)
The researcher simultaneously explains the important points in each phase of the 6 question cognitive model so that students can better understand the basic concepts of calculus material and get deep learning
Focusing on the knowledge of mathematics in the form of questions cannot only break the solidification or rigidity of teaching methods, and It is beneficial to the reconstruction and innovation of mathematics teaching

Summary

Introduction

In China, "student-oriented" as a basic concept is proposed in the new round of basic education curriculum teaching and learning (Yi, Ying, & Wijaya, 2019). The student-oriented concept reflects the humanization of science and culture education (Lee & Kim, 2017). Its important connotation is to integrate science and humanities into the cultural connotation of the curriculum (Aixia, Ying, & Wijaya, 2020). Under the student-oriented concept, improving students' mathematical ability and cultural literacy has become the purpose of mathematics education. Mathematics education is to impart mathematics knowledge and skills to students and more importantly, to enable students to master mathematics thinking methods, comprehend the basic concept of mathematics (Dewi, Wijaya, Budianti, & Rohaeti, 2018; Wijaya, Purnama, & Tanuwijaya, 2020), understand the value of mathematics (Badraeni et al, 2020; Wijaya, Dewi, Fauziah, & Afrilianto, 2018), and highlight the creative thinking ability of mathematics courses (Tan, Zou, Wijaya, Suci, & Dewi, 2020). Integrating mathematics culture into mathematics education is a paradigm pursued by mathematics education research institutes at home and abroad and an objective requirement and feasible way for mathematics curriculum reform in China (Qin, Zhou, & Tanu, 2019)

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Conclusion